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    Autism Therapies & services Therapies & interventions Early intervention for children with autism spectrum disorder: getting started 0-18 years A A Share  Children with autism spectrum disorder (ASD) benefit from early intervention – the earlier, the better. It’s important that you do as much as you can for your child, as soon as you can. But if you’re still reeling from a diagnosis, it can be hard to know where and how to start. Early intervention for autism spectrum disorder What to look for in an early intervention for autism spectrum disorder Getting started with early intervention service providers Choosing trustworthy early intervention service providers How to find out more about early intervention People living in National Disability Insurance Scheme roll out areas have different intervention and support options from those outside the roll out areas. If you live in a roll out area, your child will get early intervention through the NDIS. Early intervention for autism spectrum disorder Early intervention refers to doing things as early as possible to work on your child’s autism spectrum disorder (ASD) characteristics. Early intervention for children with ASD is made up of therapies or interventions and services. Therapies (also called interventions) are the programs or sessions aimed at helping your child’s development. Services are the places and organisations that offer these therapies. A service might offer one therapy or several types of therapies. Starting intervention as young as possible is most effective in helping the development of children with ASD. You can even get things started before your child has a formal diagnosis. For example, problems with communication are a big cause of tantrums and other difficult behaviour for children with ASD. If children can’t communicate their needs or understand others, they express themselves or get attention with difficult behaviour. But if they learn to communicate effectively as early as possible, they won’t need to behave like this quite so much. Another reason for starting early is that it can help children with early brain development – the brains of children with ASD develop differently from their peers. What to look for in an early intervention for autism spectrum disorder All therapies and services for children with autism spectrum disorder (ASD) should be family centred, well structured and based on good evidence. Here’s a list of things to look for when choosing an early intervention. The more of these things you find in a service the better, but not all interventions will do all these things. Family-centred  The intervention or service: includes family members so you can work alongside the professionals and learn how to help your child is flexible – it can be offered at home as well as in other settings like kindergartens and early intervention centres provides your family with support and guidance. Well-structured  The intervention or service: has staff who are specially trained in the intervention and services they provide develops an individual plan for your child and reviews the plan regularly monitors your child’s progress with regular assessments is highly structured, well organised, regular and predictable provides a supportive learning environment – your child feels comfortable and supported prepares and supports your child for the move to school enables contact between your child and typically developing children (ideally of the same age). Evidence-based  The intervention or service: is designed for children with ASD  focuses on developing attention, communication, listening, imitation, language and social skills includes strategies to help your child learn new skills and use them in different settings (sometimes called ‘generalising’ skills) identifies what the ‘purpose’ of a difficult behaviour is, and teaches your child more appropriate alternative behaviour to replace it. You can print out a checklist of these characteristics of a good early intervention service (PDF: 39kb). Other things to consider  Intensive early intervention for children with ASD is most effective. It’s not just about the hours, though – it’s also about the quality of those hours and how the therapy engages your child. It can be scary when you first find out what an early intervention therapy or service costs in time and money. Still, try not to panic. Instead try to focus on what you want for your child and your family. Learn all you can about the available options. How will they help your child? What will they cost in dollars and time? What funding is available to help cover these costs? Different children with ASD respond in different ways to interventions, so no single program will suit all children and their families.  Video Finding and starting early intervention for autism spectrum disorder In this short video, parents talk about finding and starting early intervention for autism spectrum disorder (ASD). They share their experiences with interventions and tests. There are many excellent resources and interventions available, but these parents say it’s important to choose interventions based on scientific evidence. Getting started with early intervention service providers To begin with, find out all you can about your early intervention options. Three questions will help you get started: What did the professionals who diagnosed your child recommend? The assessment or diagnosis should help you understand your child’s current skills and possible gaps in skills or development. It should also include a treatment plan you can take to service providers. What relevant service providers are in your area? You can get a list of local services from your autism advisor. What do you know about the interventions these service providers offer? Learn more about types of interventions. Choosing trustworthy early intervention service providers The most important thing.... How to find out more about early intervention If you need more information about a service you’re considering, try the following: 936541055, +919008361473, 9738838733...
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    Understanding Autism What Is Autism? Autism is a complex neurobehavioral condition that includes impairments in social interaction and developmental language and communication skills combined with rigid, repetitive behaviors. Because of the range of symptoms, this condition is now called autism spectrum disorder (ASD). It covers a large spectrum of symptoms, skills, and levels of impairment. ASD ranges in severity from a handicap that somewhat limits an otherwise normal life to a devastating disability that may require institutional care. Children with autism have trouble communicating. They have trouble understanding what other people think and feel. This makes it very hard for them to express themselves either with words or through gestures, facial expressions, and touch. ADVERTISEMENT A child with ASD who is very sensitive may be greatly troubled -- sometimes even pained -- by sounds, touches, smells, or sights that seem normal to others. Children who are autistic may have repetitive, stereotyped body movements such as rocking, pacing, or hand flapping. They may have unusual responses to people, attachments to objects, resistance to change in their routines, or aggressive or self-injurious behavior. At times they may seem not to notice people, objects, or activities in their surroundings. Some children with autism may also develop seizures. And in some cases, those seizures may not occur until adolescence. CONTINUE READING BELOW Some people with autism are cognitively impaired to a degree. In contrast to more typical cognitive impairment, which is characterized by relatively even delays in all areas of development, people with autism show uneven skill development. They may have problems in certain areas, especially the ability to communicate and relate to others. But they may have unusually developed skills in other areas, such as drawing, creating music, solving math problems, or memorizing facts. For this reason, they may test higher -- perhaps even in the average or above-average range -- on nonverbal intelligence tests. Symptoms of autism typically appears during the first three years of life. Some children show signs from birth. Others seem to develop normally at first, only to slip suddenly into symptoms when they are 18 to 36 months old. However, it is now recognized that some individuals may not show symptoms of a communication disorder until demands of the environment exceed their capabilities. Autism is four times more common in boys than in girls. It knows no racial, ethnic, or social boundaries. Family income, lifestyle, or educational levels do not affect a child's chance of being autistic. CONTINUE READING BELOW Autism is said to be increasing; however, it is not entirely clear whether the increase is related to changes in how it is diagnosed or whether it is a true increase in the incidence of the disease. Autism is just one syndrome that now falls under the heading of autism spectrum disorders.  Previous disorders that are now classified under the umbrella diagnosis of  ASD or a social communication disorder include: Autistic disorder. This is what most people think of when they hear the word "autism." It refers to problems with social interactions, communication, and imaginative play in children younger than 3 years. Asperger's syndrome. These children don't have a problem with language -- in fact, they tend to score in the average or above-average range on intelligence tests. But they have the same social problems and limited scope of interests as children with autistic disorder. Pervasive developmental disorder or PDD -- also known as atypical autism. This is a kind of catch-all category for children who have some autistic behaviors but who don't fit into other categories. Childhood disintegrative disorder.These children develop normally for at least two years and then lose some or most of their communication and social skills. This is an extremely rare disorder and its existence as a separate condition is a matter of debate among many mental healthprofessionals. CONTINUE READING BELOW Rett syndrome previously fell under ASD spectrum but it is now confirmed that Rett’s cause is genetic. It no longer falls under ASD guidelines. Children with Rett syndrome, primarily girls, start developing normally but then begin losing their communication and social skills. Beginning at the age of 1 to 4 years, repetitive hand movements replace purposeful use of the hands. Children with Rett syndrome are usually severely cognitively impaired.